Learning to Explain: How student teachers organize and present content knowledge in lessons they teach.

Simple item page
dc.article.end-page109en_ZA
dc.article.start-page95en_ZA
dc.contributor.authorRusznyak, L.
dc.date.accessioned2021-11-05T10:36:33Z
dc.date.available2021-11-05T10:36:33Z
dc.date.issued2011
dc.description.abstractThe ability to organise content knowledge around key concepts is an essential part of what student teachers need to learn in order to teach effectively. This is particularly significant as South Africa's education system emerges from policies which undervalued the role of content knowledge in teaching and teacher education. During sessions of practical teaching, university tutors have opportunities to observe how students understand content knowledge in ways that differ from their university coursework. Students’ understanding of content knowledge manifests in how they select and organise concepts, conduct explanations and respond to learners’ contributions. Lesson observation reports written by university tutors, as they observed student teaching, were scrutinised for comments that prompted student teachers to think about their understanding of content knowledge. A qualitative analysis of these comments shows how opportunities for learning are diminished when student teachers’ grasp of their lesson topic is disjointed, when their understanding of the concepts they teach is merely algorithmic, and when their concept of the ordering principles of the content knowledge is muddled. By considering these aspects of teaching explicitly, university tutors prompt student teachers to consider the epistemological merit of their lessons, thereby contributing to the construction of their pedagogical content knowledge.en_ZA
dc.description.librarianMS2021en_ZA
dc.facultyFaculty of humanitiesen_ZA
dc.identifier.citationRusznyak, L. (2011). Learning to Explain: How student teachers organize and present content knowledge in lessons they teach. Education as Change, 15(Suppl. 1), 95-109.en_ZA
dc.identifier.issn1947-9417
dc.identifier.urihttps://hdl.handle.net/10539/31900
dc.journal.issue(Suppl.1)en_ZA
dc.journal.linkhttps://doi.org/10.1080/16823206.2011.643632en_ZA
dc.journal.titleEducation as Changeen_ZA
dc.journal.volume15 (Suppl.1)en_ZA
dc.language.isoenen_ZA
dc.rights2011 Centre for Education Practice Research (CEPR)en_ZA
dc.schoolWits School of Educationen_ZA
dc.titleLearning to Explain: How student teachers organize and present content knowledge in lessons they teach.en_ZA
dc.typeArticleen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Rusznyak, L. (2011). Learning to Explain How student teachers organize and present content knowledge in lessons they teach. Education as Change, 15(Suppl. 1), 95-10.pdf
Size:
229.32 KB
Format:
Adobe Portable Document Format
Description:
Main article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Research Outputs (Education)
Academic Wits Research Outputs (All submissions)